CREDO cred

Sunday

Mar 3, 2013 at 6:00 AM

A study released Thursday by the Center for Research on Education Outcomes at Stanford University shows that students enrolled in public charter schools in Massachusetts are gaining more learning in an academic year than their counterparts at traditional public schools. The study underscores the importance of the state Board of Education’s decision, just days earlier, to grant five more charters and approve expansion for 11 existing charter schools around the state.

All studies must be approached with caution, examining methodology and approach. The CREDO study used a Virtual Control Record methodology to compare groups of students whose academic experience and backgrounds were practically identical, except for the fact that some attended a charter, and others a traditional public school.

The study found that the largest gains are found in urban charter schools, and some of the pronounced improvements are coming among minority students and those who live in poverty.

Overall, charter students gained 1.5 months of learning in reading and 2.5 months of learning in math over the course of a year when compared to TPS students. But in Boston, those differences were far more dramatic: 12 months in reading, and 13 months in math.

The CREDO study also takes on points that critics of public charter schools often cite to discredit or explain away claims of higher achievement by charters. They include the assertion that charters are less racially diverse than other public schools, have fewer students in poverty, have fewer English Language Learners, and fewer Special Education students.

In fact, by percent of enrollment, charters have more black students (26 percent versus 8 percent for TPS), more Hispanic students (23 percent versus 15 percent), and more students from households in poverty (47 percent versus 33 percent).

Traditional schools do have more ELL students by 6 percent to 4 percent, and more Special Education students, by 16 percent to 12 percent. Comparisons for Special Education, the study warns, are unreliable given the relatively small numbers involved.

This study will not be the last volley in the ongoing battle within public education, but it does serve as strong evidence that Massachusetts continues to move steadily — albeit too slowly for our taste — in the right direction, by offering greater flexibility and freedom when it comes to what kinds of schools may operate here.